SEN policy Trinity 2018 - sthelens.oxon.sch.uk

1 Trinity 2018 1 special educational needs (SEN) policy (including provision for students with Specific Learning Difficulties and/or Disabilities and students with English as an additional language) AIMS We aim for all students to achieve their individual potential and become confident individuals living fulfilling lives. Members of staff are encouraged in establishing a positive whole school attitude towards the learning and progress of all students. The measures outlined in this policy are in addition to the differentiation provided by teachers as part of their normal lesson preparation and delivery. The aim of this policy is to ensure compliance with the Disability Discrimination Act (2005), Children and Families Act (2014) and the Equality Act (2010).

2 It follows guidance issued by the Independent Schools Council and is designed to reflect the special educational needs and Disability (SEND) Code of Practice (2015). This policy is reviewed annually and is amended as necessary, in light of changes in legislation, the adoption of new initiatives, or the publication of government/inspection reports. A copy is available on the school website. KEY TERMS (SEND Code of Practice, 2015) SEN: a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. Disability: many children and young people who have SEN may have a disability under the Equality Act 2010 that is.

3 A physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities. Long-term is defined as a year or more and substantial is defined as more than minor or trivial . Reasonable Adjustments: adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage.

4 ADMISSION Admission to St Helen and St Katharine is in accordance with the school s Admission policy . All students with sufficient aptitude will be considered for a place at the school. The school supports students with a wide range of SEN and regularly reviews and evaluates the breadth and impact of the support it can offer or access. In assessing a prospective student, the school will consider each case on an individual basis and will make reasonable adjustments to the admission process, including the provision of auxiliary aids and services, to prevent individuals being put at a substantial disadvantage. Admissions will inform the Learning Support (LS) Co-ordinator of any SEN information on registration in advance of a student joining the school.

5 Where students apply with medical, psychiatric or educational psychology reports, parents and students are invited to discuss this with the LS Co-ordinator to agree the best options for their daughter. Trinity 2018 2 The school recognises that students may have difficulties in areas of communication and interaction; cognition and learning; social, emotional and mental health issues or sensory and physical needs . Students with a history of behavioural or emotional problems may be accepted into the school. The school may require a medical examination to be carried out and, if any medication is prescribed, parents must ensure that medical advice is followed.

6 The school will consider whether the presence of a student with behavioural or emotional problems in the school will impair the education of other students or put other students or staff directly or indirectly at risk. Where a student joins the school with a statement of special educational needs or Education Health and Care (EHC) plan, and the school is named in the statement or EHC plan, the school will take responsibility for the day to day provision for the student, whilst the Local Authority (LA) will take legal and financial responsibility. Should the LA decline to name the school in a statement or EHC plan, parents may make their own arrangements to apply for a place at the school in line with the school s admissions policy and the processes outlined above, provided that the LA is satisfied that the school is suitable.

7 DISCLOSURE When applying for a place, parents are asked to set out the nature and extent of special needs on the application form. In order for the school to consider reasonable adjustments for individual students, full disclosure by parents of any medical reports, educational psychology or psychiatric assessments, or any other relevant information in advance of application is essential. In cases of doubt, parents should consult the school well in advance of an application. The Head of Section, Headmistress or LS Co-ordinator may request a meeting with the parents in advance of the entrance examination. Subject to this, the school will be sensitive to any requests for confidentiality.

8 Students will not be disadvantaged because of a stated special need. If parents do not disclose or deliberately withhold relevant information (of which they were already aware) until after accepting a place, the school may be unable to make reasonable adjustments to cater for the student. In such a case, the school reserves the right to withdraw the offer of a place or, if the student has already joined the school, to ask the parents to withdraw the child. PRINCIPLES OF SEN PROVISION The School undertakes to ensure that: The school has a named LS Co-ordinator who will be responsible for the day to day operation of the SEN policy .

9 Gubernatorial oversight of SEN is provided by the Education Committee who annually review the SEN policy and receive termly updates on SEN as part of reporting to the main body of Governors. Appropriate funds are used to enable the school to fulfil its duties to those students with SEN. On admission to the school, assessment procedures will be used to assess the individual needs of all students in accordance with statutory requirements and that, on transfer, this information will be passed on. The entrance procedures are fully accessible to students with special educational needs . Action is taken to remove barriers to learning and put effective special educational provision in place using a graduated approach: assess, plan, do, review.

10 Students with SEN are monitored carefully to match interventions and ensure that they can access the curriculum appropriately. Trinity 2018 3 Parents of SEN students have access to staff responsible for special educational needs ; in the first instance by contacting the relevant Head of Section and then the LS Co-ordinator. The Head of Section will monitor appropriate classroom teaching and individual student needs within and outside the classroom. We ensure that other schools and colleges to which students may transfer know their special educational needs and Learning Difficulties. Advice on I/GCSE and post 16 courses is available to all students and that the school is committed to developing in every young person the values, skills and behaviours they need to get on in life.